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A normative study of the accommodative lag in elementary school children
American Journal of Optometry and Physiological Optics
|November 1, 1984
Summary
This study measured accommodative lag in elementary students using the Monocular Estimate Method (MEM). Results show a mean lag of approximately +0.34 D, with a dependency on age and grade.
Area of Science:
- Ophthalmology
- Pediatric Optometry
- Vision Science
Background:
- Limited normative data exists for accommodative lag in elementary school children.
- Understanding accommodative function is crucial for visual development and learning.
- Previous research has not extensively documented accommodative lag across early school grades.
Purpose of the Study:
- To establish normative data for accommodative lag in children from kindergarten to grade six.
- To investigate the relationship between accommodative lag and age/grade level.
- To utilize the Monocular Estimate Method (MEM) for measuring dynamic accommodative responses.
Main Methods:
- Employed the Monocular Estimate Method (MEM) of dynamic retinoscopy.
- Measured accommodative lag in approximately 100 children per grade (K-6).
- Participants wore habitual spectacle corrections during testing at their typical working distance.
Main Results:
- The mean accommodative lag was +0.33 D (OD) and +0.35 D (OS).
- Scatter plots indicated a weak correlation between MEM lag and other measured variables.
- Analysis of variance confirmed a dependency between MEM lag, age, and grade level.
Conclusions:
- Normative accommodative lag values were established for elementary school children.
- Accommodative lag demonstrates a dependency on the child's age and grade.
- Further research may explore the clinical implications of these findings for pediatric vision care.